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Australian Council for Educational Research

Image © Shutterstock/ Sergey Nivens

CONTENTSABOUT ACER 2

FROM THE CEO 3

SPOTLIGHT ON...THE ASIA-PACIFIC 4

IMPROVING LEARNING IN... MATHEMATICS 6

IMPROVING LEARNING IN... HIGHER EDUCATION 8

IMPROVING LEARNING THROUGH…TRANSLATIONAL RESEARCH 10

IMPROVING LEARNING THROUGH…EDUCATION AND DEVELOPMENT 12

IMPROVING LEARNING THROUGH…ASSESSMENT 14

IMPROVING LEARNING IN...INDIGENOUS EDUCATION 16

SPOTLIGHT ON...EDUCATION POLICY AND PRACTICE 18

COMMISSIONED RESEARCH PROJECTS 20

STAFF PUBLICATIONS 24

FINANCIAL SUMMARY 30

ACER BOARD OF DIRECTORS 32

ORGANISATIONAL STRUCTURE 33

ACER STAFF 34

2 ACER ANNUAL REPORT

ABOUT ACER

Image © Shutterstock/ Sergey Nivens

The Australian Council for Educational Research (ACER) is one of the world’s leading educational research centres.

ACER’s mission is to create and promote research-based knowledge, products and services that can be used to improve learning across the life span.

ACER has built a strong reputation as a provider of reliable support and expertise to education policymakers and professional practitioners.

The Australian Council for Educational Research Limited is incorporated in Australia with subsidiary organisations in India and the United Kingdom. These three organisations comprise the ACER Group.

In Australia, ACER has operated as an independent, not-for-profit research organisation, limited by guarantee, since it was established in April 1930.

ACER generates its entire income through contracted research and development projects, and by developing and distributing products and services, with operating surplus directed back into research and development.

ACER has more than 400 staff located in Melbourne, Adelaide, Brisbane, Dubai, Jakarta, London, New Delhi, Perth and Sydney.

3ACER ANNUAL REPORT

During 2015-16 ACER continued the pursuit of its mission to create and promote research-based knowledge, products and services to improve learning across the lifespan. In parallel with our ongoing research and development, we worked on four strategic fronts through our Centre for Global Education Monitoring, Centre for Assessment Reform and Innovation, Centre for Education Policy and Practice, and Centre for the Science of Learning.

Ongoing priorities included: building the breadth, depth and reach of our research; expanding professional resources and technologies in support of assessment for teaching and learning; providing leadership in school-community partnerships; enhancing our role as education adviser and commentator; addressing disadvantage; and consolidating our role as a higher education provider.

Research Conference 2015, on the theme, Learning assessments: Designing the future investigated assessment challenges and innovations in a rapidly transforming educational landscape that is seeing a change in thinking about the fundamental purposes of assessment, an increasing demand for the assessment of a broader range of skills and capabilities, and the development of new technologies to gather and visualise information about student learning.

At ACER’s 2016 Excellence in Professional Practice Conference, on the theme Collaboration for school improvement, educators explored research that shows strong professional learning communities, school community-wide conversations and collaborative cultures are powerful drivers of school improvement.

Growth in the use of ACER’s online tests has continued. ACER now delivers more than 2.5 million Progressive Achievement Tests online every year. ACER’s work on this suite of assessments continues to grow, with Progressive Achievement Tests in Australia joined by Essential Learning

Metrics in England and the Progressive Achievement Scales in India.

During the year, ACER deployed its capabilities in global education monitoring and large-scale project management through its involvement in international studies and a growing involvement in education and development work. ACER managed Australia’s participation in the IEA’s 2015 Trends in International Mathematics and Science Study (TIMSS), 2016 Progress in International Reading Literacy Study (PIRLS), 2016 International Civic and Citizenship Education Study (ICCS) and the OECD’s Programme for International Student Assessment (PISA).

Ongoing collaboration between ACER and the UNESCO Institute for Statistics to promote quality learning for all, particularly through strengthening assessment capabilities in the developing world, has been consolidated by a memorandum of understanding between the two organisations.

Issues of ACER’s Policy Insights series, including Five Challenges in Australian School Education and Out-of-field Teaching in Australian Secondary Schools, received wide media coverage and generated public policy comment, including from major political parties.

Through the ACER Foundation, ACER provided ongoing financial, in-kind and project management support for projects aimed at addressing educational disadvantage, including the Making a Difference project which is providing support for schools, teachers and students in the Berea district in north-west Lesotho.

Through our work in a range of countries during the year, ACER endeavoured to make a difference to the quality and equity of educational provision and to improve outcomes for children and young people wherever they live.

FROM THE CEO

Professor Geoff Masters AO Chief Executive Officer, ACER


SPOTLIGHT ON...

THE ASIA-PACIFIC

ACER India is a member of the ACER Group. Established with not-for-profit status in 2009 and with an office in New Delhi, ACER India provides ongoing support to the National Council of Educational Research and Training to design, implement and report a new National Achievement Survey of students in Class X and to the World Bank-funded National Student Assessment for secondary school students in Bangladesh. During 2015-16, ACER India printed and distributed books addressing school improvement, teaching practices, assessment and reporting, and literacy and numeracy.

In 2015 an ACER representative office was established in Jakarta where ACER is implementing major projects funded by the Analytical and Capacity Development Partnership to: provide technical assistance to the Indonesia Centre for Assessment – Puspendik – in reforming the Year 12 examinations system; evaluate a professional learning program for aspiring school principals; and evaluate information and communications technology in education in Papua province.

In 2016, Professor Geoff Masters AO, Chief Executive of ACER, visited Indonesia to discuss assessment reform with senior education officials, and to deliver conference presentations on assessment reform.

Global citizens in primary schools

ACER is involved in implementing an assessment that will measure the literacy, numeracy and global citizenship skills of Year 5 students in four countries of the Association of Southeast Asian Nations (ASEAN): Brunei Darussalam, Cambodia, Lao People’s Democratic Republic and Myanmar (Burma). It is the first time global citizenship has been identified as an assessment domain in a multi-country study.

ACER has worked on the South East Asia Primary Learning Metric (SEA-PLM) pilot assessment with the

Southeast Asian Ministers of Education Organisation through its Regional Centre for Educational Innovation and Technology and the UNICEF East Asia and Pacific Regional Office.

ACER’s definition of global citizenship for SEA-PLM addresses core ASEAN values as articulated in its Charter and encompasses the key concepts of interconnectedness, valuing human life and the natural world, and supporting sustainability, peace, and equality.

The impact of large-scale assessments on education policy

A report by ACER on the impact of large-scale assessments on education policy in the Asia-Pacific region aims to help stakeholders improve their design and usefulness by understanding how assessments like the Trends in International Mathematics and Science Study and the Programme for International Student Assessment inform system-level decision making. The work was conducted through ACER’s Centre for Global Education Monitoring and the Network on Education Quality Monitoring in the Asia-Pacific, through UNESCO Bangkok.

Using large-scale assessments of students’ learning to inform education policy: Insights from the Asia-Pacific region identifies the characteristics of assessments that most influence education policies. Assessments that have an impact on education policy are more frequently national rather than international, focused on secondary rather than primary school students, and sample based rather than census based.

Using large-scale assessments of students’ learning to inform education policy: Insights from the Asia-Pacific region

http://research.acer.edu.au/monitoring_learning/21

ACER is undertaking significant work to address the quality and equity of educational provision in the Asia-Pacific region.

5ACER ANNUAL REPORT

Image © Shutterstock/ Stephane Bidouze

ACER research, publications and other programs are supporting the engagement and achievement of students in mathematics.


Mathematics engagement, participation and achievement

ACER is investigating and implementing approaches to teaching and learning that improve students’ engagement, participation and achievement in mathematics.

The Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) are managed in Australia by ACER. These reports provide useful information about student achievement in mathematics, and include data about gender and other characteristics that affect achievement.

A report on gender and sex differences in mathematics debunks the assumption that this is the result of hard-wired cognitive abilities. Synthesising education, neuroscience and psychological research, the Gender and sex differences in student participation, achievement and engagement in mathematics report notes that there is the potential for change and growth

According to the report, girls’ and boys’ attitudes, engagement, participation and achievement in maths can be changed by what they think and do, how their teachers teach, and by the messages they receive from society.

The report identifies approaches that help to close the gender gap in mathematics, including programs that allow girls who are struggling with maths to practise their maths skills, initiatives that challenge negative gender stereotypes, programs to increase student interest and a focus on the value of maths for future educational and career aspirations.

A range of ACER programs are supporting creative, inclusive and real-world approaches to mathematics teaching and learning.

A creative approach to mathematical problem solving

A Creative Activities in Mathematics series from ACER aims to support problem-solving approaches in mathematics classrooms by offering a variety of real-life activities so that students can learn how to recognise and solve a variety of different problems in different mathematical contexts.

The three titles in the series are underpinned by the pedagogical and theoretical research about mathematical problem solving and inquiry, which concludes that students must engage with problem-solving tasks regularly for an extended period of time and investigate a variety of types of problems that address important

IMPROVING LEARNING IN...

MATHEMATICS

7ACER ANNUAL REPORT

mathematical concepts if they are to develop their problem-solving abilities.

Everybody counts: The benefits of inclusive practice

Research facilitated through the ACER Foundation that investigates the practices of teaching teams working in inclusive mathematics education settings has found that students with Down syndrome can learn and become more confident with mathematics with appropriate teaching and support.

According to the study, funded by Gandel Philanthropy with the support of Down Syndrome Australia, mathematics education outcomes are influenced by the way teaching teams interact, with the most effective teaching and student learning occurring where all members of a teaching team have a clear understanding of the lesson plan and the expected learning outcome for the student.

Maths counts everywhere

ACER is supporting the International Mathematical Modeling Challenge (IM2C), a competition for senior secondary school students around the world that seeks to develop and enhance students’ ability to visualise, understand and apply mathematics in the development

of an original mathematical model to solve a common problem.

The problem set for the 2016 IM2C asked students to investigate how the organisers of an athletics competition could minimise their financial risk as they consider offering incentives to attract top-level competitors.

IM2C aims to engage students in using mathematics to deal with important challenges in real-world contexts, and see how their learning in the classroom can be applied in the science, technology, engineering and mathematics fields.

Gender and sex differences in student participation, achievement and engagement in mathematics

http://research.acer.edu.au/learning_processes/18

Creative Activities in Mathematics

www.acer.org/cam

Supporting the mathematical learning of children with Down Syndrome

www.acer.org/about-us/foundation/projects

International Mathematical Modeling Challenge

www.immchallenge.org.au

Image © Shutterstock/lightpoet

ACER research aims to understand how selection supports higher education participation and completion, particularly for equity groups. ACER now also delivers its own programs for graduates in education.



HIGHER EDUCATION

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9ACER ANNUAL REPORT

Finding the right fit: course selection supports graduate completion

ACER research in higher education has found that the better the ‘fit’ between students and courses, the greater the likelihood of graduating. The study, Completing university in a growing sector: Is equity an issue? seeks to assist universities in ensuring they select appropriate candidates and provide a successful education for them.

The study also reveals that poor selection processes do not support completions, particularly for disadvantaged students. According to the research, students with more than one characteristic of disadvantage are less likely to complete university.

The research informed ACER’s policy advice to the Higher Education Standards Panel of the Australian Government’s Department of Education and Training on higher education admissions processes. ACER recommended a variety of selection tools be used that enable universities to order, filter and compare applicants so the selections they make are appropriate to the expectations and requirements of particular courses.

Equity and graduate outcomes

ACER research to investigate the relationship between equity and graduate outcomes has also investigated the assumption that educational achievement in itself can address disadvantage. While educational achievement is necessary, it is not sufficient to address disadvantage since, as the research has found, patterns of disadvantage typically persist regardless of educational achievement.

Further research by ACER and Curtin University, funded by the National Centre for Student Equity in Higher Education, confirms that employment outcomes are affected by graduate disadvantage. The research, reported in Investigating the Relationship between Equity and Graduate Outcomes, shows that multiple characteristics of disadvantage have a negative effect on graduate employment, but also that undertaking paid work in the final year of study strongly predicts whether a graduate will be employed, regardless of characteristics of disadvantage.

More than 70 per cent of graduates undertake paid work in the final year of their study, with the proportion highest among graduates from regional areas, who are Indigenous or from a low socioeconomic background. While disadvantaged students are likely to work during their studies, they may not hold graduate-level positions. The report recommends further research into whether

graduates have gained professional work as a result of their studies or remain in the same non-professional role they held while studying.

Research student mobility generates widespread benefits

ACER researchers have also found there are benefits for all stakeholders when postgraduate research students are mobile during their studies. The Postgraduate Student Mobility report indicates that mobility adds value for the research students themselves, but also their supervisors and institutions.

From research to practice

Through its higher education research capability, ACER is collecting annual survey information about the postgraduate training experiences of General Practice (GP) registrars across Australia so that the Commonwealth Department of Health is able to ensure that professional training programs meet relevant standards and requirements. The annual survey also collects important data about the characteristics of GP registrars to build a better understanding of their needs and identify ways to improve training.

Higher education provision

Following registration as a higher education provider in 2014, the first cohort of students in ACER’s Graduate Certificate of Education (Assessment of Student Learning) in 2015-16 has undertaken the four-unit course on assessment to promote learning, assessment methods, estimating student progress and using assessment evidence to inform teaching and learning, prior to graduation in 2016. The online Graduate Certificate of Education draws on some of Australia’s leading educational authorities on the assessment of student learning.

Completing university in a growing sector: Is equity an issue?

http://research.acer.edu.au/higher_education/43

Investigating the Relationship between Equity and Graduate Outcomes


Australian Postgraduate Research Student International Mobility Research Report 2015


ACER’s Graduate Certificate of Education (Assessment of Student Learning)

https://courses.acer.edu.au


IMPROVING LEARNING THROUGH…

TRANSLATIONAL RESEARCH

From concept to classroom

For a range of reasons much valuable research is often not known to practitioners or is little used by them. The challenge beyond doing research is to make it easier for practitioners and policy makers to find, understand and apply research.

An ACER working paper considering the application of translational research concepts and methodology in the education sector has found that the key activities of translational research include reviewing existing research, disseminating findings to make them accessible, engaging with the wider community, collaborating with researchers and practitioners to develop and trial interventions, and measuring impact.

The paper identified a number of obstacles to translational research, such as skill development and ethical considerations, as well as the potential risk of oversimplification when reducing complex questions, methodology, context and findings to a simplified or generalised infographic, or a single-paragraph summary. The challenge for those involved in translational research is to reduce complexity to just that point where nothing is lost in translation, while referencing all supporting research.

Translating STEM education research into practice

ACER has conducted a review of science, technology, engineering and mathematics (STEM) interventions based on research evidence to inform how recent STEM education research could be translated into practical application for implementation by primary teachers.

The literature review showed that the most common trends in terms of reports and articles reviewed related to teacher capacity, integration of STEM disciplines, active learning and student engagement and participation. A number of STEM education programs were identified as useful to teachers as they either allow for integration of STEM, provide sustained professional development, or focus on aspects of STEM that are newly included in the primary years of the Australian Curriculum.

Resources to support evidence-based practice

The Teacher School Learning Community supports schools to engage with, share and adopt high impact, evidence-based teaching practices. Community members receive a quarterly professional development pack with materials to be used as a catalyst for professional learning conversations about research. Topics covered in the materials include: 21st century skills, leadership, assessment, behaviour management, collaboration, technology, teaching methods, STEM, intervention, wellbeing and learning spaces.

The Snapshots series takes findings from ACER’s global education studies in which Australian schools, students and teachers participate, and highlights a single issue of interest. Issue 9 of Snapshots examined the ways in which computers and the Internet are being used for out-of-school activities, and how this relates to the acquisition of computer and information literacy. The research shows that, while using computers or the Internet can be an important building block to computer literacy, students need to switch devices off and develop a healthy

Work by ACER to translate research findings into evidence-based practice aims to bridge the gap between the world of research and practice.

11ACER ANNUAL REPORT

balance between physical activity and sedentary activity behaviours to enhance their health-related outcomes.

The Joining the Dots series provides evidence-based research briefings in an easy to read format to help people to stay informed about complex, significant issues in Australian higher education.

ACER’s Digital Education Research Network (DERN) is a service for leaders, researchers and educators interested in the use of digital technologies for learning. DERN focuses on teaching strategies, pedagogy and student achievement using ICT in learning disciplines such as English language, mathematics, science, history, languages and art. DERN provides a categorised database of research on ICT in education, a collection of over 150 research reviews summarising complex reports, and a regular newsletter signalling the latest ICT research, news articles and conferences.

For 17 years, Research Developments has been summarising ACER’s latest education research for teachers and school leaders. Now in online-only format Research Developments enables educators and leaders at all

levels of education to quickly grasp the core ideas within complex research.

Teacher Magazine

www.teachermagazine.com.au

Snapshots: Global Assessment//Local Impact

www.acer.org/snapshots

Joining the Dots research briefings

www.acer.org/joining-the-dots

Digital Education Research Network

https://dern.acer.edu.au

Research Developments online newsletter

www.acer.org/rd

From concept to classroom: What is translational research?

http://research.acer.edu.au/professional_dev/9

From concept to classroom: Translating STEM education research into practice


Image © Shutterstock/ Rawpixel.com

ACER’s work is supporting global efforts to meet the United Nations Sustainable Development Goals by 2030. In collaboration with partners like UNESCO, UNICEF and the UNESCO Institute for Statistics, ACER is developing common benchmarks and tools to measure progress.



EDUCATION AND DEVELOPMENT

A common metric for measuring student learning

The international community needs to be able to measure progress towards the education goals, but currently doesn’t have the tools to do so. Our challenge is to develop these tools. ACER, through the Centre for Global Education Monitoring (GEM), is working on a global metric for describing and quantifying reading growth.

ACER analysis of items from a range of assessments, as well as data from thousands of student responses to more than 500 assessment items, is informing the development of reading metrics. The research indicates that a robust common scale for reading can be built.

The GEM Centre has developed components of a draft global learning metric for reading. After validating these in a range of countries, further work will align existing national, regional or international assessments with the global metric.

Large-scale assessments in developing countries

The GEM Centre has also reviewed major international, regional and national large-scale learning assessments to identify effective assessment practices as a detailed

reference for agencies in developing countries that are involved – or plan to participate – in international comparative large-scale assessments in education.

The report, A Review of International Large-Scale Assessments in Education, makes recommendations that support the development and maintenance of consistency and comparability in large-scale assessments to generate useful information about student achievement and the effectiveness of educational programs.

Partnerships to inform educational policy

For this work to be most effective, and to meet the United Nations Sustainable Development Goals, it must be done in partnership with the global development sector. ACER’s collaborative endeavour has been consolidated by a partnership with the UNESCO Institute for Statistics (UIS).

ACER and the UIS have collaborated to develop empirically supported learning metrics for reading and mathematics. A catalogue of learning assessments has been compiled, providing standardised and comparable descriptive information on public examinations, and national and international assessments at primary and lower-secondary


levels so that countries across the world can effectively monitor learning outcomes to inform educational policy.

ACER and the Network on Education Quality Monitoring in the Asia-Pacific through UNESCO Bangkok have analysed the characteristics of large-scale assessments that have an impact on education policy in the Asia-Pacific region. The report, Using large-scale assessments of students’ learning to inform education policy: Insights from the Asia-Pacific region, aims to help stakeholders improve the design and usefulness of large-scale assessments in informing system-level decision making.

The Philippines Early Childhood Care and Development Longitudinal Study is investigating how children’s participation in early childhood education contributes to their development of social, emotional, and cognitive skills. The study is funded by UNICEF and Australia-DFAT, and implemented by ACER with the South East Asian Ministers of Education Organisation through its Regional Centre for Educational Innovation and the University of Melbourne and University of the Philippines.

ACER through the Monitoring Trends in Educational Growth (MTEG) partnership service is working with the Afghanistan Ministry of Education to develop a national learning assessment program – the first of its kind in Afghanistan. ACER’s MTEG partnership service supports countries in the difficult and complex task of measuring student learning outcomes.

Monitoring reading progress: Towards a global approach

http://research.acer.edu.au/assessgems/9

A Review of International Large-Scale Assessments in Education

www.oecd-ilibrary.org/education/a-review-of-international-large-scale-assessments_9789264248373-en

Using large-scale assessments of students’ learning to inform education policy: Insights from the Asia-Pacific region

http://research.acer.edu.au/monitoring_learning/21

Monitoring Trends in Educational Growth reports for Afghanistan reports

http://research.acer.edu.au/mteg

Image © Shutterstock/Lizette Potgieter



ASSESSMENT

Through its research and assessment products and services, ACER is helping educators identify and celebrate student learning.

Image © Shutterstock/legenda


Transforming assessment; improving learning

ACER’s Research Conference 2015 investigated advances in the use of assessment to inform decision-making by teachers, school leaders, system managers and governments, with a focus on new metrics to monitor students’ long-term progress, including progress in a broader range of skills and capabilities, including general capabilities.

Delegates at Research Conference 2015 learned about the use of ‘stealthy’ assessments in interactive learning environments that are embedded learning materials, essentially providing assessment ‘snapshots’ to infer the learning growth of individual students, particular classes or year levels. This enables educators to evaluate the impact of their teaching and learning programs, and monitor trends over time. Presenters at the conference also explored how such assessments enable educators to track the processes students follow in attempting to solve problems, and how they can trigger diagnosis and appropriate guidance about common student errors and misunderstandings.

Understanding young children’s mathematical thinking

Collaboration by ACER and Macquarie University has led to the development of the Pattern and Structure Assessment (PASA), a diagnostic tool that provides early-years teachers with information on children’s thinking about underlying mathematical ideas, rather than the mathematics they can and cannot do.

The development of PASA, following Macquarie University research in schools in New South Wales and Queensland with funding from the Australian Research Council, enables educators to understand how Foundation to Year 2 students approach mathematical tasks. Teachers can then plan and scaffold individual learning by drawing on learning experiences provided through the Pattern and Structure Mathematical Awareness Program.

Mapping progress

ACER’s work on the development of progressive achievement scales in reading, mathematics and other learning areas as ‘maps’ of learning domains is providing educators with information about the learning progress of individual students. Student learning is measured on a numerical scale and in terms of the kinds of skills demonstrated at each level of achievement. The scales can also measure the progress of students over time.

ACER’s work on progressive achievement scales has informed the ongoing development of Progressive Achievement Tests in Australia, and the introduction of

Essential Learning Metrics in England and the Indian Progressive Achievement Scales in India.

Celebrating achievement

ACER has developed a further progressive achievement program where individual students can participate in ACER Certificates in Mathematics and Reading through their school. The ACER Certificates in Mathematics and Reading help students to set challenging personal goals, identify strengths and weaknesses to inform personal learning plans, gain formal academic recognition and benchmark their achievement against other students.

Recognising achievement at three broad levels, the ACER Certificates are appropriate for above average Year 3 or 4 students and average Year 5 or 6 students at level 1, above average Year 5 or 6 students and average Year 7 or 8 students at level 2, and above average Year 7 or 8 students at level 3.

School improvement

Assessment is also crucial to ACER’s ongoing efforts to support school improvement. ACER’s school improvement program is assisting schools to identify their existing practices and student outcomes, particularly current levels of student attainment, through the systematic and reliable collection of information. This enables schools to identify realistic and measurable improvement outcomes, make informed decisions about improvement goals, as well as identify how they will be achieved, and how improvement is best measured and monitored over time.

Assessment of Creativity

www.acer.org/cari/projects/new-metric-projects/assessment-of-creativity

Computer-based assessments

www.acer.org/cari/projects/new-technology-projects

Computer adaptive testing

www.acer.org/cari/projects/new-technology-projects

Pattern and Structure Assessment

www.acer.org/pasa

Progressive achievement scales

www.acer.org/pat

https://elms.aceruk.org

https://ipas.acer.edu.au

ACER Certificates in Mathematics and Reading

www.acer.org/academy/certificates

School improvement

www.acer.org/school-improvement


Meeting the needs of Indigenous students

The Policy Insights series, published through ACER’s Centre for Education Policy and Practice, has identified the critical importance of boosting school attendance for Indigenous students.

Analysis published in the report, Indigenous School Attendance: Creating expectations that are ‘really high’ and ‘highly real’, indicates that two broad approaches, empowering communities and targeting resourcing to schools to meet the needs of the whole child, are required in order to increase school attendance among Indigenous students.

Such approaches, according to the report, require policies to encourage learner-centred strategies that recognise and cultivate learning in Indigenous communities and policies to adequately equip schools to meet the needs of the child.

Among 15 recommendations to improve school attendance, the report called for better bridges between homes and schools in Indigenous communities; support for school-community collaborative initiatives in high-risk communities over the long term; an integrated approach to the academic development, health, wellbeing and safety of students; and improved data collection and reporting on absenteeism.

The report has also called for more holistic measures of child wellbeing and growth to ensure that resources reach schools and other child services where they are most needed by Indigenous students so that teachers can meet the needs of the ‘whole child’.

This policy position accords with research findings from the Australian Child Wellbeing Project. The joint research project by ACER, Flinders University and the University of New South Wales found that marginalised students – including Indigenous students – are more likely to report low levels of wellbeing, and lower levels of school satisfaction, teacher support and parental interest in school. Given that this is typically the result of a cluster of experiences associated with marginalisation, the report calls for coordinated policies and services across agencies and sectors to address wellbeing.

Improving transition

An ACER review of research on Indigenous school readiness is informing effective transitions in terms of children’s readiness for primary school, but also schools and educators’ readiness to help children start school positively and productively.

The review found that school readiness incorporates not only the readiness of Indigenous children for school but also the readiness of schools for them, and that a key

ACER’s work in Indigenous education aims to better understand the school experience of Indigenous students in order to support policymakers in developing appropriate collaborative strategies.


INDIGENOUS EDUCATION


Image © Shutterstock/Nolte Lourens

feature of successful transition programs for Indigenous children is the quality of student–teacher and teacher–parent relationships formed in the early phases of school.

The review has also informed the development of the School Readiness Initiative for children, communities and schools. The focus of the School Readiness Initiative is an animated television series, Little J & Big Cuz, due for release in 2017, as the result of a partnership between ACER, Ned Lander Media, NITV, Screen Australia, Film Victoria, Screen Tasmania and the Australian Children’s Television Foundation.

Consumer savvy and financially literate

ACER has developed and launched Bungoo Bank for the Australian Securities and Investments Commission (ASIC). The prototype website of information and resources addressing consumer risks, financial decision-making and entrepreneurial thinking was launched in 2016 for consultation with stakeholders. Bungoo Bank provides primary and secondary teachers of Aboriginal and Torres Strait Islander students with a suite of customised

teaching and learning resources as an extension to the existing suite of resources offered by ASIC’s MoneySmart Teaching program.

Indigenous School Attendance: Creating expectations that are ‘really high’ and ‘highly real’

http://research.acer.edu.au/policyinsights/4

Closing the gap: Indigenous students and NAPLAN

https://rd.acer.edu.au/article/closing-the-gap-indigenous-students-and-naplan

Are the kids alright? Young Australians in their middle years Final report of the Australian Child Wellbeing Project

http://australianchildwellbeing.com.au/sites/default/files/uploads/ACWP_Final_Report_2016_Full.pdf

Literature review relating to the current context and discourse surrounding Indigenous early childhood education, school readiness and transition programs to primary school

http://research.acer.edu.au/indigenous_education/43

Bungoo Bank

www.acer.org/bungoobank




SPOTLIGHT ON...

EDUCATION POLICY AND PRACTICE

The Centre promotes the interconnection between research, policy and practice, investigating the impact of policy and practice in terms of research evidence of what works to meet learners’ needs and improve learning outcomes. The Centre also examines ways in which research can be informed by a thorough understanding of the perspectives of policy makers and practitioners.

The work of the Centre, addressing all levels of education and training, is organised around three themes: effective teaching; effective institutional leadership; and effective system leadership.

Portfolio tasks for teacher and school leader performance

The Centre is developing a set of methods by which accomplished teachers and school leaders can provide authentic evidence of attaining high standards of performance for purposes such as professional certification and career advancement.

So far the ACER Portfolio Project Team has developed four portfolio tasks for each of two fields of teaching: generalist primary teaching; and secondary science teaching. Each set of tasks provides teachers with a clear structure and scaffolding, which enables them to provide evidence that demonstrates how they meet all seven standards in the Australian Professional Standards for Teachers.

Similar sets of portfolio tasks will be prepared in other fields of teaching (such as early childhood, secondary English or secondary mathematics) and in school leadership as the opportunity arises.

Five challenges in Australian school education

One of the Centre’s initiatives addressing effective system leadership is the publication of Policy Insights, a series of evidence-based analyses and commentaries on major policy questions facing education systems.

In the fifth issue of Policy Insights, ACER Chief Executive Professor Geoff Masters AO outlines five challenges in

The Centre for Education Policy and Practice is one of ACER’s four strategic research centres.


Australian school education. The report aims to prompt new levels of cooperation between governments by identifying the kinds of interconnected strategies needed to address the deepening problems in Australian schools.

The five challenges identified by Professor Masters are: equipping students for the 21st century; reducing disparities between Australia’s schools; reducing the ‘long tail’ of underachievement; getting all children off to a good start; and raising the professional status of teaching.

National School Improvement Tool field research

From 2017, all Australian schools must develop a school improvement plan. ACER’s National School Improvement Tool – endorsed by the Standing Council on School Education and Early Childhood (SCSEEC) in 2012 and available to all Australian schools for use in their school improvement planning – consists of nine interrelated domains which combine and overlap to provide a comprehensive framework for school improvement.

The Centre is conducting field research on how schools use the National School Improvement Tool to improve their practice and performance. Questions being examined include the extent to which schools enact data-informed planning, the effect this has on improvement in student learning, and what schools do to improve the sustainability of improvement. The project is also developing a community of school improvement practitioners.

Centre for Education Policy and Practice

www.acer.org/epp

Portfolio project

https://portfolio.acer.edu.au/

Policy Insights

http://research.acer.edu.au/policyinsights

School improvement

www.acer.org/school-improvement

Image © Shutterstock/Rawpixel.com


NATIONAL PROJECTSAustralian Curriculum, Assessment and Reporting Authority

National Assessment and Surveys Online Program (NASOP) item development

National Assessment Program – Civics and Citizenship (NAP-CC) sample online 2016

National Assessment Program – Information and Communications Technology (NAP-ICT) 2014

National Assessment Program – Literacy and Numeracy (NAPLAN)

NAPLAN consensus marking and centre leader training

NAPLAN trialling 2016

NAPLAN 2015 national reporting

Tailored test design development study

Australian Institute for Teaching and School Leadership

Teacher assessment of personal literacy and numeracy

Australian Science Innovations

Development of science tests for multiple delivery formats

Australian Securities and Investments Commission

Indigenous financial literacy project

Programme for International Student Assessment (PISA) 2015 National Financial Literacy

Commonwealth Department of Education

APEC researcher mobility project

APEC researcher mobility workshop Jakarta

APEC transnational education data collection project

Evaluation of the Australia-India School Leaders’ Professional Learning Program

National language policy and national leadership on studying a foreign language in Australian schools

OECD Programme for International Student Assessment (PISA) 2015 and 2018 national component (also funded by state and territory education departments)

Progress in International Reading Literacy Study (PIRLS) national study 2016

Review of East Asia Summit Education Plan of Action 2011-2015

Teaching and Learning International Survey (TALIS) national project manager

Trends in International Mathematics and Science Study (TIMSS) 2015

Department of Foreign Affairs and Trade

Australia Awards Global Tracer Facility

Education Analytics Service

Global Educational Monitoring

Solomon Islands Standardised Tests of Achievement review

Department of Health

Registrar satisfaction survey

Department of Social Services

Longitudinal Survey of Australian Children

Palladium/(GRM)

Papua New Guinea Australia Awards

Research study – literacy and numeracy policy implementation at the primary school level – Papua New Guinea

Standing Council on School Education and Early Childhood

Longitudinal Literacy and Numeracy Study

COMMISSIONED RESEARCH PROJECTS


AUSTRALIAN CAPITAL TERRITORYDepartment of Education

ACT Scaling Test

NEW SOUTH WALESAustralasian College of Physical Scientists and Engineers in Medicine

Review of Professional Assessment of Competency and Ability to Practice

Department of Education and Communities

Essential Secondary Science Assessment

Selective High Schools Test

Test for Year 5 Opportunity Classes

Macquarie University

Australian Medical Assessment Collaboration

Office of the Children’s Guardian

Review of NSW Child Safe Standards for Permanent Care

Royal Australian and New Zealand College of Radiologists

Assessment review and development

Social Ventures Australia

Evaluation of the Bright Spots Schools Connection

South Australian DECD Year 7/8 Transition Maths Pedagogy Program

The Dusseldorp Forum

Evaluation of the School Readiness Initiative: TV series

NORTHERN TERRITORYNinti One Cooperative Research Centre for Remote Economic Participation

Remote education systems

QUEENSLANDDepartment of Education and Training

Longitudinal Literacy and Numeracy Study for Education Queensland

University of Queensland

Science of Learning Research Centre

SOUTH AUSTRALIADepartment for State Development

From employability to employment: Embedding the Core Skills for Work Developmental Framework in pre-employment programs

Flinders University

Middle years survey

National Centre for Vocational Education Research

VET Choice

VICTORIAAustralian Education Union - Victorian Branch

Workload survey

Australian Mathematical Sciences Institute

Evaluation of Choose Maths program

Bastow Institute of Educational Leadership

Principal for a Day


Beyond Blue

Evaluation of MindMatters

Department of Education and Training

Evaluation of Koorie Teaching Scholarship

Gap analysis of literacy and oracy assessment tools

Insight assessment program 2016

Sample assessment of Victorian Essential Learning Standards – creative and critical thinking

Forest and Wood Products Australia

Literature review of use of natural materials in schools

Latrobe University

Evaluation of the In2Science peer mentoring program

Monash University

Employer supported training

National Centre for Student Equity in Higher Education

Graduate Outcomes Australia

Understanding the completion patterns of equity students in regional universities

Phillips KPA

Supply of skills from the demand driven system and migration

Principals Australia

Australian Principal Certification

Royal Australasian College of Surgeons

Data analysis of exam results and production of reports

The Graham (Polly) Farmer Foundation

Evaluation of the Tom Price Primary School Learning Club

University of Melbourne

E4Kids research analysis

VET Development Centre

Evaluation of Indigenous Cultural Awareness Program for Practitioners

Victorian Curriculum and Assessment Authority

Victorian General Achievement Test

Wallis Strategic Market and Social Research

Career Outcomes Survey

INTERNATIONAL PROJECTSAbu Dhabi Education Council

External Measure of Student Achievement (United Arab Emirates)

International field assessment field operations: PISA, TIMSS, PIRLS (United Arab Emirates)

Asian Development Bank

Support to assessment centre – Puspendik – Phase 2 (Indonesia)

Boston College

ePIRLS development 2013 (Global)

eTIMSS Mathematics (Global)

Item development for TIMSS Advanced 2015 (Global)

BRAC University

Phase end evaluation of ‘Promoting Physical and Emotional Wellbeing of Adolescents’ (Bangladesh)

Review of Institute of Educational Development (Bangladesh)

British Council

English impact sampling consultancy (United Kingdom)

Cambridge Education

Evaluation of ICT in education in Papua Province (Indonesia)

Evaluation of the Principal Preparation Program (Indonesia)


RMSA assessment development (India)

Support for improvements National Assessment System (Indonesia)

Charles Kendall and Partners

Basic Education Specialist – teacher development and school-based management (Timor-Leste)

Education Testing Service

TOEFL

International Association for the Evaluation of Educational Achievement

International Civic and Citizenship Education Study – 2016 (Global)

International Computer and Information Literacy Study (Global)

International Baccalaureate Association

IB ISA Research Study (Asia Pacific)

Knowledge and Human Development Authority

TIMSS, PISA and PIRLS (United Arab Emirates)

OMAES Oeuvre Malienne d’Aide à l’Enfance du Sahel

OMAES / Beekunko implementation 2015 (Mali)

Organisation for Economic Cooperation and Development (OECD)

Development of instruments for OECD LEEP Module (Global)

Review PIAAC Numeracy Assessment Framework (Global)

Palladium International

INOVASI - INAP support 2016 (Indonesia)

Public Education Evaluation Commission

Development of the National Assessment System (NAS) for Public Education (Kingdom of Saudi Arabia)

Results for Development Institute

R4D ASER Item Review 2015 (Pakistan)

Secrétariat of the Pacific Community

Audit of assessment skills of teachers (Papua New Guinea, Samoa, Solomon Islands)

Strengthening regional education assessment project – Pacific Islands Literacy and Numeracy Assessment (PILNA) (Pacific Islands)

Standards and Testing Agency

Item Writing Key Stage 1 and 2 Maths (United Kingdom)

Key Stage 2 Reading, Maths (United Kingdom)

UAE Ministry of Education

National Assessment Program 2016 (United Arab Emirates)

TIMSS, PISA and PIRLS (United Arab Emirates)

UK Higher Education Academy

Literature reviews (United Kingdom)

UNICEF

ECCD Tracer Study (Philippines)

South East Asia Primary Learning Metric (South East Asia)

Student Learning Outcomes in Primary Education (Laos)

Zimbabwe Early Learning Assessment program (Zimbabwe)

WESTAT

PISA 2015 sampling and PISA 2018 sampling (Global)

World Bank

Assistance with primary and secondary assessment (Bangladesh)


BOOKS AND REPORTSACER (2016). PAT essentials: tools, resources and

materials to support teachers and educators. Melbourne: ACER.

ACER (March 2016). Southeast Asia Primary Learning Metrics (SEA-PLM): audit of curricula. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=ar_misc

Brown, Justin; Taylor, Michael; McKenzie, Phil; Perkins, Kate (August 2015). Investing in workforce literacy pays: building employer commitment to workplace language, literacy and numeracy programs. Sydney: AI Group. http://research.acer.edu.au/transitions_misc/27

Butler, Mark (2016). PAT Foundations: understanding and analysing Progressive Achievement Tests. Melbourne: ACER.

Capel, Adeola; Hollingsworth, Hilary; Kleinhenz, Elizabeth; Lonsdale, Alison; Nietschke, Yung; Parker, Rachel; Reid, Kate; Spink, Jeaniene; Tobin, Mollie; Fearnley-Sander, Mary; Jovers, Jacinta (December 2015). Investing in teachers. Canberra: Office of Development Effectiveness, Department of Foreign Affairs and Trade. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1017&context=teacher_education

Edwards, Daniel; McMillan, Julie (August 2015). Completing university in a growing sector: is equity an issue? Melbourne: ACER. http://research.acer.edu.au/higher_education/43/

Fraillon, Julian; Schulz, Wolfram; Gebhardt, Eveline; Ainley, John (2015). National assessment program: ICT literacy years 6 and 10: report 2014. Sydney: Australian Curriculum, Assessment and Reporting Authority. http://research.acer.edu.au/ict_literacy/11/

Friedman, Tim; Robertson, Sally; Templeton, Stephanie; Walker, Maurice (April 2016). Class 6 school factors in Afghanistan 2013: the relationship between school factors and student outcomes from a learning assessment of mathematical, reading and writing literacy. (Monitoring trends in educational growth) Melbourne: ACER.

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1012&context=mteg

Hider, Philip; Bennett, Sue; Liu, Ying-Hsang; Gerts, Carole; Daws, Carla; Spiller, Barbara; Mitchell, Pru; Parkes, Robert; Macaulay, Raylee (2015). National learning and teaching resource audit and classification: final report. Sydney: Office for Learning and Teaching. http://www.olt.gov.au/system/files/resources/SP13_3242_Hider_Report_2015.pdf

Lietz, Petra; O’Grady, Elizabeth; Tobin, Mollie; Murphy, Martin; Macaskill, Greg; Redmond, Gerry; Dix, Katherine; Thomson, Sue (December 2015). Australian Child Wellbeing project: technical report. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=well_being

Lietz, Petra; O’Grady, Elizabeth; Tobin, Mollie; Young-Thornton, Juliet; Redmond, Gerry (July 2015). The Australian Child Wellbeing Project: Phase Four report. Melbourne: Australian Child Wellbeing Project. http://research.acer.edu.au/well_being/2/

Redmond, Gerry; Skattebol, Jennifer; Peter Saunders; Lietz, Petra; Zizzo, Gabriella; O’Grady, Elizabeth; Tobin, Mollie; Maurici, Vanessa; Huynh, Jasmine; Moffat, Anna; Wong, Melissa; Bradbury, Bruce; Roberts, Kelly (February 2016). Are the kids alright: young Australians in their middle years: final report. Melbourne: Australian Child Wellbeing Project. http://research.acer.edu.au/well_being/5/

Urbach, Daniel; Ozolins, Clare; Hughes, Melissa (2016). PAT-R: Progressive achievement tests in reading: comprehension, advanced. Melbourne: ACER.

Weldon, Paul; Shah, Chandra; Rowley, Glenn (2015)Victorian teacher supply and demand report 2012 and 2013. Melbourne: Department of Education and Training. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1027&context=tll_misc

STAFF PUBLICATIONS

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=ar_misc


http://research.acer.edu.au/transitions_misc/27

http://research.acer.edu.au/transitions_misc/27

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1017&context=teacher_education

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1017&context=teacher_education

http://research.acer.edu.au/higher_education/43/

http://research.acer.edu.au/higher_education/43/

http://research.acer.edu.au/ict_literacy/11/



http://www.olt.gov.au/system/files/resources/SP13_3242_Hider_Report_2015.pdf

http://www.olt.gov.au/system/files/resources/SP13_3242_Hider_Report_2015.pdf

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=well_being

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=well_being

http://research.acer.edu.au/well_being/2/

http://research.acer.edu.au/well_being/5/

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CHAPTERS IN BOOKSBennett, Dawn; Richardson, Sarah; Mahat,

Marian; Coates, Hamish; MacKinnon, Philip; Schmidt, Lisa (2015). Navigating uncertainty and complexity: higher education and the dilemma of employability. In T. Thomas, E. Levin, P. Dawson, K. Fraser & R. Hadgraft (Eds.), Research and development in higher education: learning for life and work in a complex world: refereed papers from the 38th HERDSA Annual International Conference, 6-9 July 2015, Melbourne (pp. 1-10). Milperra: Higher Education Research and Development Society of Australasia. http://herdsa.org.au/system/files/HERDSA_2015_Bennett-2.pdf

Edwards, Daniel (2015). University Admissions in Australia: Multiple Pathways to the Same Destination. (Equity in Higher Education Theory, Policy, and Praxis) In V. Stead (Ed.), International Perspectives on Higher Education Admission Policy: A Reader (pp. 349-359). New York: Peter Lang Publishing.

Gierl, Mark J.; MacMahon Ball, Marita; Vele, Veronica; Lai, Hollis (2015). A Method for Generating Nonverbal Reasoning Items Using n-Layer Modeling. Communications in Computer and Information Science. In E. Ras & D. Joosten-ten Brinke (Eds.), Computer Assisted Assessment: Research into E-Assessment: 18th International Conference, CAA 2015, Zeist, The Netherlands, June 22–23, 2015: Proceedings (pp. 12-21). Cham Switzerland: Springer.

Griffin, Patrick; Cagasan, Louie; Care, Esther; Vista, Alvin; Nava, Fe (2016). Formative assessment policy and its enactment in the Philippines. (Enabling power of assessment 4) In D. Laveault and L. Allal (Eds.), Assessment for learning: meeting the challenge of implementation (pp. 75-92). Cham Switzerland: Springer.

Jackel, Brad (2015). The psychometric assessment of creativity as a general ability. A complete waste of time? Perhaps not. In S. Nikakis (Ed.), Giftedness Illuminated by Creativity (pp. 190-202). Heidelberg: Heidelberg Press.

Lietz, Petra; Tobin, Mollie; Nugroho, Dita (2016). Understanding PISA and its impact on policy initiative. In L. Thien, N. Razak, J. Keeves & I Darmawan (Eds.), What can PISA 2012 data tell us? Performance and challenges in five participating Southeast Asian countries (pp. 181-205). Rotterdam Netherlands: Sense Publishers.

Masters, Geoff (2015). Learning assessments: designing the future. In R. Leech (Ed.), Research conference 2015: learning assessments: designing the future: 16-18 August 2015, Crown, Southbank, Melbourne (pp. 13-15). Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1251&context=research_conference

Matters, Gabrielle (2015). Translating rich learning assessments into certified results and university selection devices. In R. Leech (Ed.), Research conference 2015: learning assessments: designing the future: 16-18 August 2015, Crown, Southbank, Melbourne (pp. 67-72). Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1268&context=research_conference

McKenzie, Phillip; Weldon, Paul (2015). Australia: An Overview. (Education around the world series). In M. Crossley, G. Hancock & T. Sprague (Eds.), Education in Australia, New Zealand and the Pacific (pp. 17-40). London: Bloomsbury.

O’Connell, Judy; Bales, Jenni; Mitchell, Pru (2015). Literature in digital environments: changes and emerging trends in Australian school libraries. In L. Das, S. Brand-Gruwel, J. Walhout & K. Kok (Eds.), The school library rocks: proceedings of the 44th International Association of School Librarianship (IASL) Conference 2015, volume II: research papers (pp. 356-369). Heerlen: Open Universiteit.

O’Connor, Gayl (2015). Designing a learning module within a dynamic assessment tool. In C. Shoniregun & G. Akmayeva (Eds.), London International Conference on Education: November 9-11, 2015, London, UK: proceedings (pp. 239-243). London: Infonomics Society.

http://herdsa.org.au/system/files/HERDSA_2015_Bennett-2.pdf

http://herdsa.org.au/system/files/HERDSA_2015_Bennett-2.pdf

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Serow, Penelope; Callingham, Rosemary; Tout, David (2016) . Assessment of Mathematics Learning: What Are We Doing? In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015 (pp. 235-254). Singapore: Springer.

Thomson, Sue; Wardlaw, Chris (2015). PISA: behind the headlines and past the rankings. In R. Leech (Ed.), Research conference 2015: learning assessments: designing the future: 16-18 August 2015, Crown, Southbank, Melbourne (pp. 24-33). Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1257&context=research_conference

Timms, Michael; Lodge, Jason (2015). Assessment in interactive learning environments. In R. Leech (Ed.), Research conference 2015: learning assessments: designing the future: 16-18 August 2015, Crown, Southbank, Melbourne (pp. 41-49). Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1261&context=research_conference

REFEREED JOURNAL ARTICLESBrown, Gavin T.L.; Chaudhry, Harish; Dhamija,

Ratna (2015). The impact of an assessment policy upon teachers’ self-reported assessment beliefs and practices: A quasi-experimental study of Indian teachers in private schools. International Journal of Educational Research, 71, 50-64.

Hider, Philip; Dalgarno, Barney; Bennett, Sue; Liu, Ying-Hsang; Gerts, Carole; Daws, Carla; Spiller, Barbara; Mitchell, Pru; Parkes, Robert; Macaulay, Raylee (June 2016). Reindexing a Research Repository from the Ground up: Adding and Evaluating Quality Metadata. Australian Academic and Research Libraries, 47(2), 61-75. http://dx.doi.org/10.1080/00048623.2016.1204589

Lawrence, Amanda; Thomas, Julian; Houghton, John; Weldon, Paul (December 2015). Collecting the Evidence: Improving Access to

Grey Literature and Data for Public Policy and Practice. Australian Academic and Research Libraries, 46(4), 229-249. http://dx.doi.org/10.1080/00048623.2015.1081712

Osses, Alejandra; Bellei, Cristián; Valenzuela, Juan Pablo (August 2015). External technical support for school improvement: critical issues from the Chilean experience. Journal of Educational Administration and History, 47(3), 272-293. http://dx.doi.org/10.1080/00220620.2015.1038699

Owen, Susanne Mary (2015). Teacher professional learning communities in innovative contexts: ‘ah hah moments’, ‘passion’ and ‘making a difference’ for student learning. Professional Development in Education, 41(1), 57-74. http://www.tandfonline.com/doi/full/10.1080/19415257.2013.869504

Quinn, Sarah; Owen, Susanne (April 2016). Digging deeper: Understanding the power of ‘student voice’. Australian Journal of Education, 60(1), 60-72.

Roberts, Gehan; Quach, Jon; Spencer-Smith, Megan; Anderson, Peter J.; Gathercole, Susan; Gold, Lisa; Sia, Kah-Ling; Mensah, Fiona; Rickards, Field; Ainley, John; Wake, Melissa (March 2016). Academic Outcomes 2 Years After Working Memory Training for Children With Low Working Memory: A Randomized Clinical Trial. JAMA Pediatrics, 170(5).

Salmon, Gilly; Ross, Bella; Pechenkina, Ekaterina; Chase, Anne-Marie (2015). The space for social media in structured online learning. Research in Learning Technology, 23(28507). http://dx.doi.org/10.3402/rlt.v23.28507

Tayler, Collette; Cloney, Daniel; Adams, Ray; Ishimine, Karin; Thorpe, Karen; Nguyen, Thi Kim Cuc (21 April 2016). Assessing the effectiveness of Australian early childhood education and care experiences: study protocol. BMC Public Health, 16(352).

Timms, Michael (June 2016). Letting Artificial Intelligence in Education Out of the Box: Educational Cobots and Smart Classrooms. International Journal of Artificial Intelligence in Education, 26(2), 701-712. http://dx.doi.org/10.1007/s40593-016-0095-y







http://dx.doi.org/10.1080/00048623.2016.1204589

http://dx.doi.org/10.1080/00048623.2016.1204589

http://dx.doi.org/10.1080/00048623.2015.1081712

http://dx.doi.org/10.1080/00048623.2015.1081712

http://dx.doi.org/10.1080/00220620.2015.1038699

http://dx.doi.org/10.1080/00220620.2015.1038699

http://www.tandfonline.com/doi/full/10.1080/19415257.2013.869504

http://www.tandfonline.com/doi/full/10.1080/19415257.2013.869504

http://dx.doi.org/10.3402/rlt.v23.28507

http://dx.doi.org/10.1007/s40593-016-0095-y


Turner, Ross (2016). Lessons from PISA 2012 about mathematical literacy: an illustrated essay. PNA, 10(2), 77-94.23(28507). https://dialnet.unirioja.es/servlet/articulo?codigo=5379318

RESEARCH BRIEFINGS AND POLICY PAPERSAdams, R. & Cresswell, J. (2016). PISA

for development technical strand A: enhancement of PISA cognitive instruments. (OECD Education working paper 126). Paris: OECD. http://dx.doi.org/10.1787/5jm5fb3f85s0-en

Ainley, John; Schulz, Wolfram; Fraillon, Julian (2016). A global measure of digital and ICT literacy skills. Paris: UNESCO. http://unesdoc.unesco.org/images/0024/002455/245577E.pdf

Anderson, Prue; Fearnely-Sander, Mary (2015). The conditions of reading acquisition in contexts of low literacy. In Shaping reading pedagogy and assessment for sustainable learning, pp. 3-19. Oxford UK: UKFIET. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1023&context=monitoring_learning

Anzai, Danielle; Walker, Maurice (2016). Aligning reading assessment with national goals. In Shaping reading pedagogy and assessment for sustainable learning, pp. 20-35. Oxford UK: UKFIET. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1023&context=monitoring_learning

Buckley, Sarah (April 2016). Gender and sex differences in student participation, achievement and engagement in mathematics. Changing minds: discussions in neuroscience, psychology and education 1. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1018&context=learning_processes

Cresswell, John (April 2016). System-level assessment and educational policy. Assessment GEMs series 10. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=assessgems

Dreise, Tony; Milgate, Gina; Perrett, Bill; Meston, Troy (March 2016). Indigenous school attendance: creating expectations that are really high and highly real. Policy Insights 4. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=policyinsights

Edwards, Daniel; Jackel, Brad (May 2016). Higher Education Standards Panel consultation: Transparency of Higher Education Admissions Processes: response from the Australian Council for Educational Research. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1052&context=higher_education

Edwards, Daniel; McMillan, Julie (December 2015). Industry-university collaboration in the STEM curriculum: exploring work integrated learning in practice. Joining the dots: research briefing 3(4). Melbourne: ACER.

Krakouer, Jacynta (November 2015). Literature review relating to the current context and discourse on Indigenous cultural awareness in the teaching space: critical pedagogies and improving Indigenous learning outcomes through cultural responsiveness. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1043&context=indigenous_education

Krakouer, Jacynta (January 2016). Literature review relating to the current context and discourse surrounding Indigenous early childhood education, school readiness and transition programs to primary school. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1042&context=indigenous_education

Krakouer, Jacynta (April 2016). Aboriginal Early Childhood Education: why attendance and true engagement are equally important. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1044&context=indigenous_education

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https://dialnet.unirioja.es/servlet/articulo?codigo=5379318

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http://unesdoc.unesco.org/images/0024/002455/245577E.pdf

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http://research.acer.edu.au/cgi/viewcontent.cgi?article=1018&context=learning_processes


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http://research.acer.edu.au/cgi/viewcontent.cgi?article=1052&context=higher_education

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Masters, Geoff (April 2016). Is there another way to think about schooling? ACER occasional essays. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1019&context=ar_misc

Masters, Geoff N. (May 2016). Five challenges in Australian school education. Policy Insights 5. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=policyinsights

Mendelovits, Juliette; Turner, Ross; Adams, Ray (2015). Monitoring reading globally for the post 2015 development goals. In Shaping reading pedagogy and assessment for sustainable learning, pp. 36-60. Oxford UK: UKFIET. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1023&context=monitoring_learning

Mitchell, Pru (June 2016). What is translational research? From concept to classroom series. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=professional_dev

Moyle, Kathryn (February 2016). Recruiting teachers: reflecting on global trends in higher education and initial teacher education. Seminar series 251. East Melbourne: Centre for Strategic Education.

Murphy, Martin (January 2016). Population definitions for comparative surveys in education. Melbourne: ACER. http://research.acer.edu.au/ar_misc/22

Parker, Rachel; Fraillon, Julian (2016). Southeast Asia primary learning metrics (SEA-PLM): global citizenship domain assessment framework. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=ar_misc

Reid, Kate (2016). Counting on it: early numeracy development and the preschool child. Changing minds: discussions in neuroscience, psychology and education 2. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=learning_processes

Richardson, Sarah; Bennett, Dawn; Roberts, Lynne (April 2016). Investigating the relationship between equity and graduate outcomes in Australia. Perth: National Centre for Student Equity in Higher Education. http://research.acer.edu.au/higher_education/47/

Rosicka, Christine (June 2016). Translating STEM education research into practice. From concept to classroom series. Melbourne: ACER. http://research.acer.edu.au/professional_dev/10

Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (September 2015). Using large-scale assessments of students’ learning to inform education policy: insights from the Asia-Pacific region. Melbourne: ACER.

Turner, Ross; Mendelovits, Juliette; Anderson, Prue; Adams, Ray J. (December 2015). Monitoring reading progress: towards a global approach. Assessment GEMs series 9. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1008&context=assessgems

Weldon, Paul R. (January 2016). Staff in Australia’s schools: what the staff in Australia’s schools surveys tell us about teachers working in school libraries. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1026&context=tll_misc

Weldon, Paul R. (June 2016). Out-of-field teaching in Australian secondary schools. Policy Insights 6. Melbourne: ACER. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1005&context=policyinsights







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OTHER PERIODICALS AND NEWSPAPERSBuckley, Sarah (27 January 2016). How to

overcome fear of maths. Zimbabwe Herald.

Dreise, Tony (2016). First people, first place. Fine Print, 39(1), 3-8.

Edwards, Daniel (26 August 2015). Data reveals attrition on pathway to graduation. The Australian.

Hughes, Melissa (Spring 2015). Teaching thinking skills in schools. FYI: the Journal for the School Information Professional, 19(4), 4-5.

Ingvarson, Lawrence (Autumn 2015). Investing in our teachers. Leadership in Focus, 37, 2-4.

Ingvarson, Lawrence (Winter 2015). Reflections on teacher education. Professional Voice, 10 (3), 10-18.

Ingvarson, Lawrence (7 March 2016). In the ATAR battle, one thing is clear: teaching needs to attract better recruits. The Conversation.

Ingvarson, Lawrence (11 August 2016). Good teachers, paid well, make all the difference. The Australian.

Ingvarson, Lawrence (18 August 2016). This is why our schools are in crisis. Sydney Morning Herald.

Ingvarson, Lawrence (2016). Attracting the Best and Brightest. Journal of Professional Learning, Semester 2. http://cpl.asn.au/journal/semester-2-2016/attracting-the-best-and-brightest

Masters, Geoff (19 August 2015). Mind the gap between school performance. Canberra Times, Sydney Morning Herald, The Age.

Masters, Geoff (28 August 2015). Review should guide Year 12 revamp. Courier Mail.

Masters, Geoff (12 May 2016). Arresting the slide in school standards needs to go beyond politics. The Australian.

Meiers, Marion (October 2015). A developing story: the literacy demands of the curriculum. Practical Literacy, 20(3), 57.

Mitchell, Pru (2015). Engaging girls in STEM. Connections, 95, 1-3. http://www2.curriculum.edu.au/scis/connections/issue_95/feature_article/engaging_girls_in_stem.html

Mitchell, Pru (2015). What’s so hard about evidence-based practice? Step 1: finding educational research. Synergy, 13(1). http://www.slav.vic.edu.au/synergy/volume-13-number-1-2015/research/495-whats-so-hard-about-evidence-based-practice-step-1-finding-educational-research.html

Mitchell, Pru (September 2015). Australia’s Digital Education Revolution legacy. Curriculum Perspectives, 35(2), 81-85.

Moyle, Kathryn (September 2015). ‘Are we there yet?’ Revisiting the Digital Education Revolution. Curriculum Perspectives, 35(2), 64-69.

O’Connell, Judy; Bales, Jennie; Mitchell, Pru (August 2015). [R]Evolution in reading cultures: 2020 vision for school libraries. Australian Library Journal, 64(3), 194-208. http://dx.doi.org/10.1080/00049670.2015.1048043

Thomson, Sue (13 April 2016). Ideas for Australia: Why is Australia falling behind in maths, science and literacy – and what can be done about it? The Conversation.

Tout, David; Spithill, Jim; Trevitt, Jenny; Knight, Pat; Meiers, Marion (August 2015). Research digest number 11: Big ideas in mathematics teaching. 13(1). Queensland College of Teachers. http://qct.edu.au/pdf/Research%20Periodicals/QCTResearchDigest2015_11.pdf

Vista, Alvin; Awwal, Nafisa; Care, Esther (January-February 2016). Sequential actions as markers of behavioural and cognitive processes: Extracting empirical pathways from data streams of complex tasks. Computers & Education, 92-93(15-36).

Weldon, Paul (Winter 2015). Understanding the current teacher workforce: supply and demand. Professional Voice, 10(3), 30-37.

http://cpl.asn.au/journal/semester-2-2016/attracting-the-best-and-brightest

http://cpl.asn.au/journal/semester-2-2016/attracting-the-best-and-brightest

http://www2.curriculum.edu.au/scis/connections/issue_95/feature_article/engaging_girls_in_stem.html



http://dx.doi.org/10.1080/00049670.2015.1048043

http://dx.doi.org/10.1080/00049670.2015.1048043

http://qct.edu.au/pdf/Research%20Periodicals/QCTResearchDigest2015_11.pdf

http://qct.edu.au/pdf/Research%20Periodicals/QCTResearchDigest2015_11.pdf


FINANCIAL SUMMARYAUSTRALIAN COUNCIL FOR EDUCATIONAL RESEARCH LTD ABN 19 004 398 145

Consolidated Statement of Profit or Loss for the year ended 30 June 2016

2016 $

2015 $

Revenue 78 684 755 76 545 712

Changes in inventories and work in progress (142 041) (405 832)

Purchases and consumables (2 793 377) (2 770 316)

Employee and contractor benefits (49 431 127) (46 418 931)

Depreciation and amortisation (1 627 037) (1 305 937)

Freight and cartage (503 259) (539 356)

Advertising (173 376) (297 523)

Computer expenses (1 239 125) (1 180 788)

Rent and occupancy (1 198 948) (995 774)

Consultancies (9 599 538) (9 375 242)

Printing and stationery (1 416 452) (1 641 613)

Royalties (310 738) (327 291)

Repairs and maintenance (567 995) (554 023)

Travel (2 901 952) (3 023 151)

Finance costs (1 314) (1 754)

Other expenses (6 659 588) (5 694 105)

Operating surplus before income taxes 118 888 2 014 076

Taxation 16 589 (19 389)

Operating surplus for the year net of tax 135 477 1 994 687

Consolidated Statement of Financial Position as at 30 June 2016

2016 $

2015 $

ASSETS

Current assets

Cash and cash equivalents 10 868 772 11 602 411

Trade and other receivables 12 642 486 11 213 989

Inventories 1 769 402 1 627 361

Current tax asset 15 003 –

Other assets 8 448 914 9 206 390

Total current assets 33 744 577 33 650 151

Non-current assets

Property, plant and equipment 37 536 843 37 081 548

Intangible assets 1 969 967 1 352 549

Other assets 32 016 22 241

Total non-current assets 39 538 826 38 456 338

TOTAL ASSETS 73 283 403 72 106 489

LIABILITIES

Current liabilities

Trade and other payables 12 031 327 11 546 653

Financial liabilities 300 943 472 401

Current tax liabilities - 20 807

Short-term provisions 9 165 629 8 507 535

Total current liabilities 21 497 899 20 547 396

Non-current liabilities

Financial liabilities 24 212 198 217

Other long-term provisions 1 174 317 1 262 214

Total non-current liabilities 1 198 529 1 460 431

TOTAL LIABILITIES 22 696 428 22 007 827

NET ASSETS 50 586 975 50 098 662

EQUITY

Reserves 9 695 763 9 920 029

Accumulated surpluses 40 891 212 40 178 633

TOTAL EQUITY 50 586 975 50 098 662


Consolidated Statement of Cash Flows for the year ended 30 June 2016

2016 $

2015 $

Cash from operating activities:

Receipts from customers 81 401 535 74 908 996

Payments to suppliers and employees (79 268 891) (75 168 141)

Interest received 20 651 27 196

Interest paid (1 313) (1 754)

Income taxes paid (19 221) (48 639)

Net cash provided by (used in) operating activities

2 132 761 (282 342)

Cash flows from investing activities:

Acquisition of property, plant and equipment (1 714 004) (3 366 723)

Acquisition of intangible assets (1 152 396) (656 025)

Net cash used by investing activities (2 866 400) (4 022 748)

Net increase (decrease) in cash held (733 639) (4 305 090)

Cash and cash equivalents at beginning of year

11 602 411 15 907 501

Cash and cash equivalents at end of year 10 868 772 11 602 411


ACER BOARD OF DIRECTORS

CHAIRProfessor Paige Porter(to December 2015)

Mr Anthony Mackay(from January 2016)

DEPUTY CHAIRMs Robyn Baker

Ms Prue Anderson BA, MA Monash, DipEd La T Principal Research Fellow ACER

Ms Robyn Baker ONZM (Deputy Chair) MEd University of Victoria, Wellington, DipTeach Christchurch College of Education, BSc Otago Educational Consultant

Dr Michele Bruniges AM (September 2015 to March 2016) GradDipEd, MEd, PhD, FACE SecretaryNSW Department of Education

Mr Tony Cook PSM DipTeach Mt Gravatt CAE, BEd QUT Associate Secretary Early Childhood, Schools and Youth, Department of Education

Dr Brian Croke BA(Hons), DipEd, DPhil Oxford, HonDLitt Macquarie Executive Director Catholic Education Commission, New South Wales

Mr Anthony Mackay AM (Chair from January 2016) BEc, BEd Monash, MA (Ed) London Chief Executive Director Centre for Strategic Education (CSE)

Professor Geoff Masters AO BSc, MEd UWA, PhD Chicago, FACE, FACEL Chief Executive Officer ACER

Ms Sandra Milligan BEd, BSc, MEd UWA Managing Director Carnival Learning Pty Ltd

Emeritus Professor Paige Porter (Chair to December 2015) BA Missouri, MA, PhD Stanford, FACE Emeritus Professor University of Western Australia

Dr Jim Watterston (from June 2016) EdD, MEd, PGDipEdAdmin, BEd, Dip Tech, FACELDirector-GeneralDepartment of Education and Training Queensland


ORGANISATIONAL STRUCTUREAS AT JUNE 2016

ACER in Australia is a not-for-profit organisation that is wholly independent from government. Registered as the Australian Council for Educational Research Limited, a public company limited by guarantee in Australia, ACER in Australia generates its entire income through contracted research and development projects, and through developing and distributing products and services, with operating surplus directed back into research and development.

The Australian Council for Educational Research Limited is the parent company of ACER’s subsidiaries and branch and representative offices around the globe. It is governed by the ACER Board of Directors (see page 32).

Chief Executive OfficerGeoff Masters

Director,Assessment and

Psychometric Research

Mike Timms

Assessment and Reporting;

Humanities and Social Sciences

Juliette Mendelovits

Assessment and Reporting;

Mathematics and Science

Julian Fraillon

Psychometrics and MethodologySiek Toon Khoo

Director,Professional

ResourcesRalph Saubern

ACER PressBen Dawe

ACER InstitutePauline Taylor-Guy

Cunningham LibraryPru Mitchell

School Education Assessment

ServicesBarbara Smith

Higher Education Assessment

ServicesMarita

MacMahon Ball

Vocational, Adult and Workplace

EducationAlistair Macleod

Director,CorporateServices

Wayne Dawes

Corporate Marketing and Communications

Craig Grose

FacilitiesAnita Sheean

FinanceAndrew Cameron

Information TechnologyDaryl Nguyen

Legal and Commercial Services

Rhonda Farkota

Project ServicesJim Carrigan

Director,EducationalMonitoring

and ResearchSue Thomson

Australian SurveysSue Thomson

International Surveys

Wolfram Schulz

Systemwide TestingChris Freeman

Director,ACER Foundation

Deirdre Jackson

Director, International Development

Peter McGuckian

Director,Policy Research

and Practice Geoff Masters

(Acting)

Education Policy and Practice

Kathryn Moyle

Education andDevelopmentJeaniene Spink

Director, Human Resources

Steven Dover


ACER STAFFJUNE 2016

CEO’S OFFICEChief Executive Officer Masters, Geoff, AO, BSc, MEd

UWA, PhD Chicago, FACE, FACEL

Executive Manager O’Shannassy, Catherine, BA(Hons)

Deakin, GradDipMgt RMIT

Senior Administrative Officer Kemp, Catherine

ACER FOUNDATIONDirector, ACER Foundation Jackson, Deirdre, BA Monash,

DipEd Melb, MBM, CertProjectConsulting RMIT

Senior Project DirectorNorris, Lisa, BA(Fashion), CertBus

RMIT, CertPM AIM

HUMAN RESOURCES Director, Human Resources Dover, Steven, GradDipOrgCh&Dev

RMIT, MTEdMgt Melb

Human Resource Consultants Arsenie, Andreea, BAPsych Simon

Fraser, MHRM MonashHemetsberger, Lisa, BSc(Hons),

GradCertHR Monash, MCom (HRM) Swin

James, Kelly-ann, BHRM, BPsych VU, GradDipPsych, GradCertOrgLead Monash

McLoughlan, Carolynn, BCom RMIT, MHRM Monash

INTERNATIONAL DEVELOPMENT Director, International DevelopmentMcGuckian, Peter, BAgSc, DipEd

Melb

Manager, International DevelopmentDoyle, Jo, BA Adelaide, BTeach

Melb, CertIV Workplace Training & Ass Swin

Jain, Richa, BCom(Hons), DipFin, MBA ISB

Administrative OfficerSmith, Laura

India, DelhiManager, ACER India Dhamija, Ratna

Research Director, ACER IndiaRichardson, Sarah, BA(Hons)

Liverpool, GradCertMktg, RSA Cert TEFL, MA Amsterdam, PhD Melb

Research Fellows Bhagat, Abha, BSc(Hons), MSc,

BEd Burdwan, PhD Jadavpur Cherian, Anit, BA(Hons), MBA,

BEd, MAKillimangalam, Ashtamurthy, BA

Madras, MA, MPhil CIEFL India Kumar, Umesh, BSc, MA, PhD

Agra, India Sen, Bikramjit, BSc(Hons), MSc

(EnvSc) Calcutta Sharma, Anu Radha, BSc(Math),

BEd, MSc(Math) MDU Haryana, India

Yadav, Neelam, BEd, MSc Rajasthan

Marketing Manager Bhumbla, Anu, BCom, MBA

(Fin&Mktg) Asia Pacific Institute of Management, New Delhi

Publishing Manager Dutta, Amitav, BSc(Agri) Assam

Agricultural University, MBA UQ

Accountant/Administration Manager Pratibha, CA India

Indonesia, Jakarta Country Representative, Indonesia Ganda, Lani, MM(IntlMgt) FE-UI,

CHRM Prasetya Mulya

Senior Project Officer Aisyah, Miranti Puti, SSos

Universitas Indonesia, GradCertEnv, MEnv(Rsch) ANU

Administrative Officers Dinata, Dona Niagara, SHum

Universitas Indonesia Mustikasari, Dina, AMd Universitas

Terbuka

United Arab Emirates, Dubai Manager, ACER Branch Office Dubai Egbert, Alan, BSc Lucknow, BEd

Deakin

Project Managers Fraij, Emad, BSc (Geol), MA AppSci

(Archaeology) Narula, Sameeksha, BA Lucknow,

PGDIB Amity Business School

Senior Project Officers Broca, Amrita, MA(AppPsych)

Jamia Millia Islamia


Dutta, Ranjana, BA(Hons) Eco Delhi, PGDip(Adv&PublicRelations) YWCA of Delhi, PGDBA Symbiosis Center, ProfDipGraphDes&Multimedia Arena Multimedia, New Delhi

Zaki, Noha

Project Officer - ArabicAli, Eman Mawla, Mahmoud

Project Officer Jadeja, Namrata,

BComm(Acc&Fin), PGDipMktgMgt

Subject Specialist - Arabic Salem, Aboubakr

Driver/Office Assistant Gedara, Thilakarathna

United Kingdom, London Research Director, General Manager UKMendelovits, Juliette, BA(Hons),

DipEd La T, MA(Eng) Melb

Project Director O’Toole, Ben, BA Deakin

Education Sales Consultants Elliott, Victoria Hartney, Laura

Assessment Services Officer Omar, Mohamed, BSc

(Multimedia&CompSci) Hertfordshire

Office Administrator Glavina, Mary, BA(Hons)

Nottingham, GradDipLaw University of Law

ASSESSMENT AND PSYCHOMETRIC RESEARCH Director, Assessment and Psychometric Research Timms, Michael, BA(Hons), MA,

PhD UC Berkeley

Principal Research Fellows DeVelle, Sacha, BA(Hons), MA,

PhD UQ Matters, Gabrielle, BSc UQ,

AMusA QCM, PhD QUT, FACE

Research Fellow Lay, Dulce, BEc, DipLang(Chinese)

La T, GradDipSc, MSc(Applied Statistics) Swin

New Business Coordinator Beard, Shauna, BA

Regional&UrbanDev(Planning)(Hons) Sask

Senior Project Director Weeding, David, BEd(Sec) Melb,

MPM RMIT

Senior Project Officer Webber, Michelle

Administrative Officer Butcher, Caterina

Assessment and Reporting (Humanities and Social Sciences) Acting Research Director, Assessment and Reporting (Humanities and Social Sciences)Anderson, Prue, BA, MEdSt

Monash, DipEd La T

Principal Research FellowBrown, Annie, BA(Hons) York,

PGCE Leicester, MA, PhD Melb

Senior Research Fellows Bryce, Jennifer, BA, BEd Melb,

DipArts VicColl, MSocSci, PhD RMIT

Butler, Mark, BSc(Hons) Warwick, PGCE Manchester, BEd Monash, DipEd Rusden, GradCertEduLeadership VUT, MEd RMIT, MPD AIPM

Hughes, Melissa, BA(Hons), GDipEd(Secondary) Monash, GDipEd(Lang) Melb

Lumley, Tom, MA Oxon, DipEd La T, MA, PhD Melb

McCurry, Doug, BA(Hons), DipEd La T, PhD Monash

Nixon, Judy, BA, DipEd Melb, BA(Hons) Psych Deakin, MPsych Monash

Ramalingam, Dara, BA, BSc(Hons) Psych Melb

Research Fellows Alexander, Jude, BSc(Geol)(Hons)

ANU Anzai, Danielle, BA (Org Comm)

CSU, GDipEd(Primary) UNSW Barrett, Marc, BA(Film&TelProd)

VCA, BTeach Melb Bates, Jarrod, BA(Hons) La T,

Postgrad Dip(Editing & Comm.) Melb

Courtney, Louise, BA(Hons) Monash, DipEd Melb CertIV Workplace Training & Ass CAE

Duckworth, Daniel, BA(Hons) La T, GradDipEd Melb

Grant, Katrina, BA(Hons), PhD Melb Gross, Roslyn, BA(Hons), DipEd Melb Halpin, Karin, BA, GradDipEd

Monash


Jackel, Brad, BA(Hons), PhD Monash, GradCertTertTeach&Learn RMIT, MEd Melb

Kelly, David, BA(Hons), MA UQ, DipEd Sydney

Knowles, Sandra, BA(Hons), PhD UNSW

Norris, Dave, BA Monash, MA prelim. (archaeology) La T

Reimers, Trisha Reinertsen, Nathanael, BA, MEd,

GradDipEd UWA, MACE Rolley, Anne-Maree, DipTeach,

BEd, MA, MEd Rollo, Greta, Cert IV Professional

Writing & Editing CAE, BEd(Hons) Sydney, MTeach UTS

Sendy-Smithers, Lynn, BA, DipEd Monash, COGE UNSW

Watkins, Sian, BA Monash, DipEd La T

Research Officer Barakat, Siham, BA (Interior

Design) LAU, MTechMgt Swin

Senior Administrative Officer Crawford, Kirsty, BA(Anthropology)

Monash, GradDip MuseumStuds Deakin

Administration Officer Van Grunsven, Maryanne

Assessment and Reporting (Mathematics and Science) Research Director, Assessment and Reporting (Mathematics and Science) Fraillon, Julian, BA, DipEd,

PGDip(Maths) Melb

Senior Research Fellows Hambur, Sam, BSc(Hons) Monash,

DipEd HIE Martin, Ron, BSc, BEd,

GradDipEdAdmin Melb, MEnvSci, PhD Monash

O’Connor, Gayl, BSc(Hons) La T, DipEd Monash, GradDip (AppSci) Victoria College

Peck, Ray, BSc, DipEd Melb, BSpecEd Monash

Philpot, Ray, BSc(Hons), MSc Melb Rogers, Pauline, BEd Deakin,

GradDipCompEd Monash, MSc Curtin

Research Fellows Andrews, Nicola, BEd, MEd Melb Davis, Anton, MBBCh Rand,

BSc(Hons) Univ South Africa, FCRad College of Medicine of South Africa, GradDipEd La T

Edwards, Jane, BSc(Hons), MSc(Geol) Melb, BEd Deakin, PhD RMIT

Halliday, Jennifer, BSc Monash, DipEd La T, MEd Melb

Harding, John, BSc, BEd Monash, DipEd Rusden DipArts Bendigo

Hudson, Ross, BScEd Melb, MSc, PhD Curtin

Hunt, Malcolm, BSc(Hons), DipEd, PhD Melb

Kreibich, Robyn, BSc(Hons), DipEd Monash

Lye, Helen, BSc Melb, DipEd Monash

MacKinnon, Philip, BSc(Hons), GradCertMgmt, PhD Adelaide

McGill, Katherine, MEng(Hons) Glas, GDipEd Melb

Monckton, Stewart, BSc(Hons) Environmental Studies, MSc Ecology Sund, PGCE York, PGCE (IB Diploma) Melb

Munro-Smith, Pam, BSc, MNum Melb, DipEd Monash

Pearce, Jacob, BA(Hons), BSc Melb Pywell, Sean, BSc(Hons), DipEd,

PhD Spithill, James, BA Macquarie,

GDipAppSc(InstrDesign&Tech) Deakin

Taylor, Rebecca, BSc(Hons), GradDipEd, PhD Melb

Thau, Felicia, BSc, DipEd Melb Watts, Zachary, BAppSci RMIT,

PhD ANU Zoumboulis, Stavroula, BSc/BEd

Monash, PGCertEdSt(GiftEd), MEd Melb

Project DirectorPearson, Penny, BSc ANU,

DipEd(Sec) Canberra, GradDipLang(Jap) Monash

Research Officers

Dean, Kristy, BA (Arabic & Visual Arts) Deakin

Knight, Rose, DipT, BEd, MEd ACU Kreibich, Sarah Plotka, Anna, BA, BMus Melb Timms, Oscar

Senior Administrative Officer Mattea, Julia, BBus(HRM), BBA

Deakin, CertIV(TTT)

Psychometrics and Methodology Research Director, Psychometrics and Methodology Khoo, Siek Toon, BSc

Canterbury, DipEd Singapore, GradDipCompSc La T, MEdSt Monash, PhD UCLA

Senior Research Fellows Bibby, Yan, BEng Shanghai, MEng

Auck, CertIT Newcastle, GradDipAppFinInv SIA

Tan, Ling, BAppSc(Hons) RMIT, PhD Monash

Urbach, Daniel, BCom(Hons) Monash, MAssess&Eval Melb

Research Fellows Kambouris, Steven, BA(Hons), BSc

Melb, BSc(Hons) Monash Ozolins, Clare, BA/LLB Monash,

BTeach(Primary) Melb, MSc(AppStat) Swin


Sun, Xiaoxun, BSc, MSc OUC, PhD USQ

Rosicka, Christine, BA, BBus, MISM Swin, GradDipEd Monash

EDUCATIONAL MONITORING AND RESEARCH Director, Educational Monitoring and Research Thomson, Sue, BAppSci RMIT,

DipEd, PhD Monash, GradDipMathsEd Deakin, MEdSt

Systemwide TestingResearch Director, Systemwide TestingFreeman, Chris, MA Macquarie,

BComm UQ, Dip Teaching ASOPA

Assistant Manager, Systemwide Testing Eveleigh, Frances, MEd, BEd

UNSW, DipEd SCAE

Senior Research Fellow Buttress, Wei, BBus(International

Finance), BA(Foreign Languages) Shenyang, DipPrjMgt Swin, MEd(Mgt & Leadership) Sydney

Research Fellow O’Malley, Kate, BA, BCom, MCrim

Sydney

Research Officer Mealing, Vanessa

Senior Project Officers Fierro, Nina Herbs, Warren

Administrative Support Officer Babet, Jennifer, DipT UNE, TESOL

UNSW, DipIntColour&Design

International SurveysResearch Director, International SurveysSchulz, Wolfram, Dipl-Pol Berlin,

PhD(EcoSocSci) Rostock

Principal Research FellowsAinley, John, BSc, MEd, PhD Melb,

FACE Berezner, Alla, BSs, MSc Moscow

State University Turner, Ross, MSc, DipEd Melb,

DipEdPsych Monash Walker, Maurice, BA(Hons) VUW,

MAssessEval Melb

Senior Research FellowsDaraganov, Alexander, BSc(Hons,

Physics) Minsk, PhD (Physics) Monash

Gebhardt, Eveline, MA Psych UvA, Amsterdam

Kovarcikova, Nora, DipIng, DipEd Slovak Technical University

Macaskill, Greg, BSc(Hons) Adelaide, GradDipComStudies, GradDipStatsOR RMIT

Murphy, Martin, BA, DipEd, MEdStds Monash, GradDipSocStat Swin

Routitsky, Alla, BSc(Hons, Maths), PhD (Maths) Voronezh, DipEd Melb, DipSocStats Swin

Research FellowsChow, Renee, BBus(Mkt) RMIT,

PostgradCertAssess&Eval, MAssess&Eval Melb

Fallas, Jorge, BSc Universidad de Costa Rica, MSc Universidad Catolica de Chile

Friedman, Tim, BSc(Hons), PhD Monash

Hong, Jennifer, BA, MSc(App Statistics) Swin

Ockwell, Louise, BA(Hons) Psych, Melb

Robertson, Sally, BSc(Hons), MA VUW

Schwantner, Ursula, Mag. Phil (EdSci), Dr. Phil (EdSci) Paris-Lodron University of Salzburg

Tabata, Naoko, BEd(Special Ed) Kyoto University of Education, MEd(Int & Comparative Ed) Indiana-Bloomington, DEd(Program Evaluation) Melb

Templeton, Stephanie, BA, DipML Melb

Vista, Alvin, BEd Philippines, MA UGA, PhD Melb

Waters, Charlotte, BSc, BA, PostgradCertArts Melb

Research Officer Davies, Bethany, BEc(Hons) UQ,

GradDipEd QUT

Australian Surveys Director, Educational Monitoring and Research Thomson, Sue, BAppSci RMIT,

DipEd, PhD Monash, GradDipMathsEd Deakin, MEdSt

Principal Research Fellow Lietz, Petra, BEd Hamburg, MEd

Flinders, CTEFLA Cambridge, MAcc CQU, PhD Flinders

Senior Research Fellows De Bortoli, Lisa, BAppSci Deakin,

MEd, GradDipCounsPsych RMIT

Dix, Katherine, BSc(Hons), BEd(Hons), PhD Flinders, MPhil(Physics) Adelaide

Hillman, Kylie, BA(Hons), MEd Psych Melb

Mellor, Suzanne, BA, DipEd Melb, BEd La T, MEdSt Monash, MACE

Wernert, Nicole, BBSc La T, GradDipPsych, MAssess&Eval Melb


Research Fellows Buckley, Sarah, BSc(Hons), PhD

Melb O’Grady, Elizabeth, BSocSc(Psych),

PGradDipPsych Swin Schmid, Marina, BA(Psych) VU,

GradDip(Psych) Deakin Underwood, Catherine, BA,

GradCert(SocStats), Swin

Research Officer Rodrigues, Sima, BSc(Hons), MSc

Jahangirnagar, MPH Melb

Senior Administrative Officer Zubrinich, Julie, BA UWA, BEd

Deakin

Administrative Officer Young-Thornton, Juliet

Project Officer Vainoras, Elle

POLICY RESEARCH AND PRACTICEActing Director, Policy Research and Practice Masters, Geoff, AO, BSc, MEd

UWA, PhD Chicago, FACE, FACEL

Education Policy and Practice Research Director, Education Policy and Practice Moyle, Kathryn, PhD, MEd, BEd,

MACE

Principal Research FellowsRothman, Sheldon, BA

Massachusetts, MAT New Mexico State, MEd(Hons) UNE, EdD Harvard

Simons, Robert, BA SBS Philadelphia, MDiv, MTh MIS Allentown, MCAP Jansen Newman Institute, PhD CUA, Washington, DC, Post-Doctoral Fellowship Harvard GSAS, Boston

Senior Research Fellow Kos, Julie, BA(Hons) Deakin,

MA(Clin Psych)/PhD RMIT

INDIGENOUS EDUCATION

Principal Research Fellow Dreise, Tony, BTeach Griffith, EMPA

ANZSOG

Senior Research Fellow Perrett, Bill, BA Melb, DipEd, PhD

La T

Research Fellow Milgate, Gina, BCom(Mkt & Mgt),

GradDipBusStud(Mkt & Mgt), GradCertHighEd UNE

Graduate Research Fellows Krakouer, Jacynta, BSc, MSW

Melb Meston, Troy, BEd QUT, MEd

Griffith

TEACHING AND LEARNING

Principal Research Fellows Hollingsworth, Hilary, DipT, BEd,

PhD Deakin Ingvarson, Lawrence, BSc, DipEd

UWA, MA London, PhD Monash FACE

Owen, Susanne, PhD, GradDipEd, GradCertProfPractice UniSA, MEd UNE, GradCertPublicSectorMgt Flinders, BA Adelaide

Senior Research Fellow Weldon, Paul, BA(Hons), PhD

Deakin

Research Fellow Reid, Kate, BA, BSc(Hons),

MPsych, PhD Melb, MSc(Applied Statistics) Swin

TERTIARY EDUCATION

Principal Research Fellow Edwards, Daniel, BA(Hons), PhD

Monash

Senior Research Fellows Brown, Justin, BBus UTS,

PGDipEd, MEd Monash McMillan, Julie, BA(Hons), PhD UQ Perkins, Kate, BA, DipEd, MBA

Adelaide, GradDip Rdg&LangEd UniSA

Research Fellow Radloff, Alexandra, BA(Hons) Melb

Senior Administrative Officer Freeman, Patricia, DipBusAdmin

Holmesglen

Education and Development Research Director, Education and Development Spink, Jeaniene, BA ANU

Senior Research Fellows Cassity, Elizabeth, BA Southern

Methodist, MA Columbia, PhD Columbia

Parker, Rachel, MEd Policy (International) Melb, BA, GradDip ALBE La T, CertIV PM MBH

Research FellowsCapel, Adeola, BA UEA, MA UrBir,

MA MelbChainey, Jennie, AdvDipJustice,

BA (Intstds), MSocSci (IntDev) RMIT

Kimani, Mary, BEd(Arts), MPhil Moi University Kenya, PhD JCU

Senior Administrative Officer Bramich, Meredith, BA Melb,

GDipSecEd La T, GDip InfoMgt RMIT, PGCertEditElecPub Macquarie


PROFESSIONAL RESOURCES Director, Professional Resources

Saubern, Ralph, GradDipCompScience(Hons) RMIT, BA Melb, BEd La T, MTESOL Monash, CTEFLA Holmes College

Project Manager – PAT Global Robertson, Glenda, BA(Hons)

Canterbury, MA Harvard College

Education Management Consultant Watson, Colin

Tender and Proposal Coordinator Evano, Carmen, BSc(Stats)

Philippines

ACER Press General Manager, ACER Press Dawe, Ben, BEd Sydney

CUSTOMER SERVICE AND

DISTRIBUTION

Distribution Manager O’Loughlin, David

Despatch Officers Gilder, PeterSmith, Richard

Product Coordinator Kamvissis, Maree

Customer Service Officers Gardiner, Jan Grace, Paul, BA(Hons) Curtin Marshall, Lexie

Specialist Bookseller Morgan, Sue

SALES

National Sales and Marketing Manager Buehrig, Daniela, MFinControl,

MMktg, MBA Niederrhein

Education Consultant, Professional Resources O’Shannassy, Maxine, DipT

MLCAE, BEd ECowan, Cert IV Training and Assessment AIWT

Sales Representative – Education McBurnie, Noel Nicholson, Alexia White, Matthew

Consultant Psychologist – Clinical and Organisational Lammi, Eirini, BEd, GradDipPsych,

MEd (Psych), PGCertOrgBeh

Psychology Consultant Seychell, Dianna, BSc(Hons)

Monash, MSc Melb, MAPS

Sales and Marketing Assistant Van Os, Kelly, BBus(Mkt&Mgt)

Monash

PUBLISHING

Production Manager Coates, Jillian, DipPM

Senior Project Director – ACER Press Moloney, Tess, BA(Hons) Melb,

GradDipEdPub, MA RMIT, AE

Project Director – ACER Press Coleiro, Amanda, BComm(Public

Relations) Monash, CertArts & DipArts(Professional Writing & Editing) Chisholm, GradDip (Editing & Publishing) RMIT, CertIV Training & Assessment Box Hill Institute

Project Editors Proctor, Holly, BA Swin, GradDip

(Editing &Publishing) RMIT

Skelly, Michaela, GradDip (Publishing) Whitireia, DipFineArts (Photography) Dunedin

Development Editor Webb, Elisa, BA(Hons) Melb,

GradDip (Editing &Publishing), MA (Comms) RMIT

TEACHER MAGAZINE

Teacher Magazine Editor Earp, Jo

Editorial Assistant, Teacher Magazine Meloney, Danielle, BA(Hons)

Monash

Digital Sales Specialist – Teacher Magazine Grigg, Inez, BBus(Mktg) RMIT

ACER Institute Director, ACER Institute Taylor-Guy, Pauline,

BAModLang(Hons), PGCE London, PhD JCU

Manager Programs and Projects Rosman, Lynda, BEd, GradDip

Melb, GradDip Chisholm

Senior Project Director Marshall, Robert, BEd CCAE, MEd

Monash

Course Coordinator Chase, Anne-Marie, BEd West

England, MEd Monash, EdD UWA

Online Learning Developer Elliott, David, BA(Hons) La T, MA

(Professional Writing & Editing) Deakin, GradCert (Digital Publishing), GDip (Secondary) RMIT

Senior Research Fellow Pearn, Catherine, TPTC Burwood

State Coll, DipT Phillip IT, GDME HIE, MEd La T


Senior Project Officer Eames, Leanne, BA Deakin, MAJIT

UQ

Student Administrative Officer Appleby, Gayle

Administrative Officer Taylor, Margaret, DipPM

Cunningham Library Manager, Information Services Mitchell, Pru, DipT SACAE, BEd,

MEd, GradDipLib&InfSci CSU, GradCertSchMgt CQU, AALIA, MACE

Senior Librarians Grimston, Tine, BEd Librarianship

Melb State Coll Hughes, Stuart, BA(Hons) Otago,

MA Monash, AALIA Trevitt, Jenny, BA Monash,

GradDipLib, MBus Info Tech(Info Mgt) RMIT

Library Technicians Barnes, Jenny,

DipLibrary&InfoServices Box Hill TAFE

Britton, Cheryl, AssocDipAppSocSci (Lib&InfSt) Box Hill TAFE

Kocaj, Gabrielle, BBus (Inf&KnowMgt) RMIT

Librarians McDowell, Katie, BA Melb,

GradDip(Info Services) RMITSpiller, Barbara, BA Melb,

GradDipLib UB

Assistant Librarian Parkes, Robert, BBIT Deakin,

GradDipInfoMgt RMIT

Records Manager Fraser, Simon, CertII Info Tech

(Records Mgmt) Swin

Records Support Officer Khan, Shamsun, BA Dhaka

University, Bangladesh

Vocational, Adult and Workplace Education (VAWE) Services Manager, VAWE Macleod, Alistair, BA Macquarie,

MBA (Executive) AGSM

Senior Research Fellow Tout, David, BSc, DipEd, BEd,

CertIV Train & Assess, AdvDip Language, Lit & Num PracVET

Senior Project Directors Burdis, Martin, BA Cambridgeshire

College of Arts and TechnologyCamacho, Blanca, BEd UNIMET,

EdM Boston, CertIV TAE

Project DirectorMangum, Nicola, BEd Otago,

DipTeach Dunedin

Senior Project Officer Kulbicki, Michael, BA(Hons) La T

Project Officers Gillingham, Zoe Hinrichsen, Sarah McLoughlan, Nick Wong, Joseph

Higher Education Assessment Services General Manager, Higher Education MacMahon Ball, Marita,

BA(Hons), DipEd Sydney, MA (Communications) Monash

Manager Assessment Solutions Vele, Veronica, BA(German) Melb,

MTech(Internet & Web Comp) RMIT, GradCertMan AIM

Senior Research Fellow Le, Luc, BSc(Hons), MEd RMIT,

PhD Melb

Research Fellow Nguyen, Van, BSc(Maths) Hue, MA

Psych Hanoi, MEd RMIT, PhD Hanoi

Senior Project Director Hong, Joyce, BA NUS, PGDipEd

NTU, MA(AppLing) Melb, GradCertBus(AppBus) Swin

Project Directors McLean, Shelley, BA/BTeach

Monash, GradCertBusMgmt (Proj Man) Swin

Roschko, Nicola, BA(Hons) Melb

Senior Project Officers James, Julia, BA(Hons) VUW McDonald, Louise, HDip(Social,

Personal, Health Education) Waterford Institute of Technology

Rowe, Anna, DipPM Swin, CertMgt Deakin

Safari, Mahla, BA (Social Sciences) HHU Duesseldorf, MBA (International Management) HfWU

Yan, Yang, BEng(M&E) SUES, Shanghai, MTE Melb, GDipTheol HBC

Project Officers Chen, Ling, BCompSci La T Wilson, Simone, BSc, MSc

Monash, CertIV TAE Inspire, DipOHS RMIT

Schools Assessment Services General Manager, School Assessment Smith, Barbara, BCom,

DipEd, Melb, GradDip(SecStudies) VicColl, GradCert(CareerCounselling) RMIT


Senior Project Director, Scholarships McErlain, Tanya, BA, GradDipEd

Melb, GradCertBus(Proj Man) Swin

Senior Project Director, Horizon and OARS Hoeyberg, Mette, BA(Hons)

OnlineComms&CultStud Roskilde, MPM RMIT

Project Operation and Innovation Manager Hall, Robyn, BA(Hons), BSc

Monash

Project Director – HAST, WASET, Ignite Dodds, Robyn, BA RMIT,

GradDipSoc La T

Project Director – IBT, Surveys Elder, Sarah, BA Monash,

GradDip(Admin) Chisholm

Project Director – ISASturzaker, Karen

Project Director – OARSDowling, Tarli, BBus La T

Project DirectorsBertolissi, Gabriella Meachen, Janine, CertIII Bus Admin Pimlott, Mark Saunders, Jabez, DipArts NMIT

Education Consultants Cornish, Terri, BEd(Hons)

Wollongong, Dip Book Editing & Publishing Macleay College

Kralj, Marc, DipTeach UniSA Inglis, Julia, BA Monash, DipEd

RusdenMorath, John, DipEd, BEd Melb,

BA, MA Monash

Senior Project Officers Bates, Jaclyn, BPrimEd

Wollongong Choi, Monty Major, Victoria, BA, GradDipPsych

Melb

O’Loughlin, Daniel, BContempArts, BTeach(Prim&Sec) Deakin

Piel, Katrina, BCom Deakin, GradCertBus AIM

Scalzo, Karen, BBSc La T Soo, Peilin, DipAcct Ngee Ann

Polytechnic, DipEd QUT, BEd(Hons) Monash

Wright, Alayne, BA(Hons) Otago, PGDipTchg Dunedin

Project Officers Fraser, Matthew, BSci(Hons),

BAppSci Deakin, GradDipEd (Primary) Monash

Getty-Tehan, Marion Hilton, Thomas, BA La T, MTeach

Melb

Online Support Coordinator Haines, Scott, BBIS Deakin

Online Support Officers Mahmood, Amira, BBus Edith

Cowan, MIntBus La T Newton, Toby, BA(Hons) Monash,

GradDip (Editing & Publishing) RMIT

ACER AcademyManager, ACER Academy Mackenzie, Ben, BA Deakin, BSW

Melb, MB RMIT

Technical Lead, ACER Academy Rainsford, David, BA(Hons) Eco

Essex, MTech (Internet & Web Comp) RMIT

Educational Design and Content Coordinator Daniel, Madeleine, BA, BTeach,

MEd(ICT) Melb

Project Officer Ruka, Dianne, BSc(Hons),

GradDipEd Melb, PhD Monash

CORPORATE SERVICES Chief Operations Officer Dawes, Wayne, BBus Monash,

FCPA, ACIS

Corporate Marketing and Communications Manager, Corporate Marketing and Communications Grose, Craig, Dip Art(Graphic Art)

QUT

Multimedia Services Manager Harkness, Alex, BMm (Media) Swin

MARKETING SERVICES

Marketing Services Manager Stephens, Amanda BA Monash,

MBus (Mktg) RMIT

Marketing Services Coordinator Hensel, Liam, BDes(VisComm)

UniSA

Marketing Officer Fitzgerald, Jessie, BA(Hons),

MGMC Melb

ONLINE SERVICES

Online Services Manager Harth, Eric, BSc(CompSc)

Loughborough

Senior Web Developer Sarafraz, Johl

Web Designer / Developer Kolinski, Adam, BSc(Hons) Bus Info

Tech Bournemouth

Online Communications Officer Koch, Josh, Dip Prof Writing &

Editing RMIT


CREATIVE SERVICES

Creative Services Manager Macedo, Luis

Creative Services Assistant Manager Wilson, Karen

Graphic Designers Gonzalez, Frank Khater, Michel Samuel, Grace Schubele, Ralph

Senior Desktop Publishing Officer McGregor, Wendy

CORPORATE COMMUNICATIONS

Corporate Communications Manager Holden, Steve, BA(Hons), DipEd,

MA, PhD UTas

Corporate Communications Officer Robinson, Megan, BComm(Journ),

GradDipEd(Sec) Monash

Corporate Publicity and Communications Officer Robinson, Julia, BA(Journ) RMIT,

GradCert(Mgt) Deakin

Reports Editor Leech, Rebecca, BA(Hons) Deakin

Facilities Facilities and Services Manager Sheean, Anita

Senior Project Officer – BrisbaneNur, Moamar, BBus(Mgt)

UQ, DipHR, GCertAusMigrationLawPrac Griffith, Cert IV PM SBIT

Administration Assistants Damianidis, Sofia,

AssocDipBus(Admin) Casey Dudley, Michelle

Receptionist Fernandez, Jacinta

Despatch and Maintenance Officer Green, David

General Officer Koglin, Dianne

Information Technology Chief Technology Officer Nguyen, Daryl, BIS Monash

Software Development Manager Daws, Alisdair, BSc(Hons)

GradDip(Internet & Web Comp), PhD, MTech(Internet & Web Comp)

Technical Lead Wurm, Matt, BFA VCA,

GradDip(Internet & Web Comp), MTech(Internet & Web Comp) RMIT

Senior Software Engineers Chan, Phooi Lai, BComp(Hons)

Monash Oakes, Stephen, BSc(Hons) La T Venables, Samuel, BA (Hons) Oxon

Software Engineers Adhikari, Subash,

DipInteractiveDigitalMedia WIT, BIT CQU

Alwasity, Ali, BSc(CompEng) University of Technology, Iraq

Anderson, Nathan, BCompInfSc Adelaide

Barbosa, Rovie, BSc(CompSci) Mapua Institute of Technology

Botero, Andrew, BIT Xavieran University, GradDipInfoTech Los Andes University

Charalambous, Zen, BITS(Hons) Monash

Chin, Edward, GradDipBusSys, MBusSys Monash, BBus Huafan

Golden, Paul, BSc, BIS Melb

La, Chi Anh, BSc HCMUS, MSc Hanoi University Technology, PhD Telecom ParisTech

Lam, Winson, BEng(Hons) MelbLien, Hoa Kim, BSc(CompSci)

MonashMcClurg, Jason, BEng(Hons) Swin Pham, Huyen, BCompSci La T Sugiarto, Jenny, BIT RMIT Tanabe, Gabriel, BSc Philippines Tran, David, BMultimedia,

AdvDipCompSci Swin Van Mach, Hieu Trung, BCompSci

La TWiweka, Yan, BEng Maranatha,

MIS Melb

IT Systems Engineer Lie, Jafaruddin, DipTech(Comp),

BComp Monash

Network Administrator Nguyen, Hoai, BCompSci Monash

Support Engineers Huynh, Tai, BCompSci Monash Lou, Weiyi Salih, Manar, BSc (CompSci), MSc

(CompSci) AlNahrain University

Helpdesk Manager Morling, Lucas

Desktop Support Officers Kelly, Aidan, CertIV Computer

Programming & Networking NMIT, BNet MIT

McGilvery, Andrew Raats, Robert

IT Business Analyst Simpson, Rebecca, DipMgmt RMITWright, Karen, Cert IV Assessment

& Workplace Training AIM, GradCertSocSci (TechComms) Swin


Project Services Project Services Manager Carrigan, Jim, MEI Swin

Coordinator, Marking Operations Lennie, Christine, DipTeach Melb,

GradDipEduTech

Project Services Coordinator Seah, Kelvin, BEng(Mech)(Hons),

MPM RMIT, DipEng(Mech) TP

Senior Project Services Officer Soo, Peilin, DipAcct Ngee Ann

Polytechnic, DipEd QUT, BEd(Hons) Monash

Project Services Officers Isoko, Manami Newman, Libby Nishiguchi, Kazuko Pell, Mathew Peters, Kenneth

Scanning and Marking Systems Administrator Jinks, Robert

Despatch Officer Smith, Richard

Legal and Commercial Services Manager, Legal and Commercial Services Farkota, Rhonda, DipTeach, BEd

Melb, MEdSt, EdD Monash

Commercial Lawyer Noga, David, BA/LLB UTas

Permissions Officers Foot, Christopher, DipLibrary/

InfoServices VU

Finance Group Financial Controller Cameron, Andrew, BCom Deakin,

CPA

Financial Controller Kelly, Gary, BBus(Acc) Monash,

FCPA

Divisional Accountant Thomas, Alison, BBus(Acc)

Bendigo, CPA

Corporate Accountants Kiley, Steven, BBus(Acc) QUT, CPA Kuek, Jeanie, BBus(Acc) Monash,

CPA

Financial Accountants Lin, Trista, BCom (Acc/Fin) Melb,

CPA Trembath, Stewart, BBus, GradCert

(Acc/Fin) Swin

Assistant Accountant Jiao, Joanna, BBus VU, MEd

UNSW

Senior Accounts Payable Officer Ferlazzo, Lisa

Accounts Payable Officer Vollmer, Sarah

Accounts Receivable Officers Brown, Tracy Nessis, Michelle

Payroll Manager Kumar, Vijay, BA(Maths) Chandigarh

(India), BEd GNDU (India), MIT(BusSys) Deakin

Payroll Administration Officer Rafton, Denise

MELBOURNE

19 Prospect Hill Road (Private Bag 55)Camberwell VIC 3124Australia

+61 3 9277 5555

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+62 21 2751 6999

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+44 20 3829 5925

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+61 8 9235 4820

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+61 2 8338 6800

www.acer.org© Australian Council for Educational Research 2017

www.acer.edu.auwww.acer.org

Australian Council for Educational Research

annual report - acer

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